► Almost certainly, students communicate with each other about course-related material, particularly about exam performance. However, what is less well understood is how often student-to-student communication…
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▼ Almost certainly, students communicate with each other about course-related material, particularly about exam performance. However, what is less well understood is how often student-to-student communication occurs, when it occurs, and the effects these interactions may have. There were three goals of this study: to (a) collect descriptive data concerning student to student communication behaviors, (b) study the effects of student benchmarking communication behaviors on student motivation and state self-esteem, and (c) study if and how grade discussion results in deception. College students (N = 539) completed questionnaires about student-to-student communication behaviors, followed by an experiment that positioned students in a hypothetical first-person narrative scenario where they received a grade of A, C, or F on an exam in a class in their major; after class, the student engaged in a discussion about grade performance with three other peers from the class who were either close friends or schoolmates and who all reported scoring either A's, C's, or F's on the exam. Student motivation to prepare for a future exam and state self-esteem were measured to determine the effects of this grade communication. Finally, students were asked what grade they would report when prompted by their peers, which indicated whether or not students would lie. Results indicated students most frequently communicate with acquaintances and close friends about course material during and immediately prior to class. This communication about course-related material occurs more often with those who the student feels close to, such as a friend, and less often with those who the student feels distant from, such as a stranger. Students also reported the purpose of communicating with others about course-related topics was to share information with others about class, either as an information seeker or information sharer. Ninety five percent of students confirmed grade discussion was a topic of student-student communication. Two factorial ANOVAs indicated main effects for student grade on motivation and state self-esteem. However, this experiment was unable to support the notion that peer discussion of grades affects student motivation or state self-esteem. Another factorial ANOVA indicated interaction effects and main effects of student grade on deception. This study partially confirmed that grade and grade discussion has an effect on deception. Major contributions of this research are (a) verification through systematic research that students communicate with other students concerning course-related topics, including grades, (b) the grade a student receives affects his/her motivation and state self-esteem, and (c) the grade and peer communication about grades affects the likelihood a student attempts to deceive others about his/her grades. Thus, results provide a picture of student-student benchmarking communication as common, complex, and sometimes deceitful. Student-student grade discussions are complicated social situations that can impact…
Advisors/Committee Members: Johnson, Amy J||Bisel, Ryan S (advisor).

Welch NS. AN EXPLORATORY INVESTIGATION OF THE EFFECTS OF STUDENT-TO-STUDENT BENCHMARKING COMMUNICATION. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318636

► Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with…
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▼ Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher.
This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®.
Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a
renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the
experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the
potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.
Advisors/Committee Members: McFarlane, J Dr.

► Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate…
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▼ Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged effectively, technology offers the potential to maximize tutors' time investment in order to allow them to tend to more students. Scaffolding tools (Reiser, 2004) as supplement to teacher support, can assist learners with complex tasks previously out of their reach. This case study is a critical realist inquiry into the use of a scaffolding tool, Cognician Cogs. It seeks to reveal the ways in which and circumstances under which these Cogs scaffold conceptual design in a second year architecture studio project. The study draws upon Cognitive Apprenticeship as a conceptual framework to shed light on design studio practices involving specially developed Cogs. The mixed methodology approach adopted consisting mainly of qualitative data in the form of the project brief, scaffolding tool content, sample design critique conversations and interviews with three tutors and nine students. Supplementary quantitative data included closed survey question responses and Studio work marks collected from the entire class (39). Thematic analysis of the qualitative data was framed by the Vitruvian guiding principles of architecture: 'Firmness', 'Commodity' and 'Delight'. The study revealed that the intended use of the Cogs to cover aspects of Firmness and Commodity only resulted in the over-scaffolding of Firmness and the under-scaffolding of Delight. The students' resulting designs were practically acceptable, but lacked novelty.
Advisors/Committee Members: Hodgkinson-Williams, Cheryl (advisor).

Hitge, L. (2016). Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23456

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hitge, Lize-Mari. “Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design.” 2016. Thesis, University of Cape Town. Accessed September 15, 2019.
http://hdl.handle.net/11427/23456.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hitge L. Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/23456

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town

4.
Royston-Muirhead, Lee.
Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom.

► The prevalence of adolescent school absenteeism due to severe bullying in the UK exceeds 16 000 young people, and the occurrence of anxious school refusers…
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▼ The prevalence of adolescent school absenteeism due to severe bullying in the UK exceeds 16 000 young people, and the occurrence of anxious school refusers (including self-exclusion due to bullying) is a well-documented issue that transcends geographical borders. The research context for this study is a virtual school (Red Balloon of the Air) that provides educational, therapeutic and social support for some of these young people who are missing out on an education, many of whom have had difficult experiences with peers in previous educational settings. The aim of this case study was to investigate factors that aid or inhibit peer-to-peer interaction and collaboration during a Project Based Learning (PBL) activity in a virtual high school for anxious school refusers. A conceptual framework drawing on the works of Moore (1989), Curtis and Lawson (2001) and Murphy (2004) was developed to analyse the subsidiary research questions. The findings show that notable levels of peer-to-peer interaction were recorded in the chat transcripts from the PBL activity (31.9%), however this interaction did not constitute any notable form of collaboration in the small group activities where the highest concentration of peer-to-peer interactions were recorded. The factors that appear to aid peer-to-peer interaction include incorporating small group work, pairing newer students with more experienced students, and introducing blended learning opportunities whereby students interact face-to-face. In addition to this, on average an increased length of time at the virtual school seems to increase peerto- peer interaction, with the exception of students experiencing emotional difficulty during activities, and level of student choice resulting in students sometimes choosing to working alone. The role of the teacher in peer-to-peer interactions and supporting collaboration is a prominent theme, in particular how the use of technology increases the teacher's access to student conversations which could make the teachers more likely to intervene with solutions. Peer-to-peer interaction and social presence are a pre-requisite for collaboration, however as evidenced in this study the presence of both does not automatically mean collaboration will occur. The limitations of this study include that the findings are based on one PBL activity, which took place in the final weeks of the academic year with no links to the national curriculum. The findings of the study serve as a foundation for further research in the field.
Advisors/Committee Members: Hodgkinson-Williams, Cheryl (advisor), Carr, Tony (advisor).

Royston-Muirhead, L. (2016). Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/22832

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Royston-Muirhead, Lee. “Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom.” 2016. Thesis, University of Cape Town. Accessed September 15, 2019.
http://hdl.handle.net/11427/22832.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Royston-Muirhead, Lee. “Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom.” 2016. Web. 15 Sep 2019.

Vancouver:

Royston-Muirhead L. Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11427/22832.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Royston-Muirhead L. Factors which aid or inhibit peer-to-peer interaction during Project Based Learning in a virtual high school for anxious school refusers: a case study in the United Kingdom. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/22832

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

The inability to work in groups effectively and difficulties with discussion and decision-making were observed amongst pupils. This led the researcher to question…
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▼

D.Ed. (Didactics)

The inability to work in groups effectively and difficulties with discussion and decision-making were observed amongst pupils. This led the researcher to question whether pupils in South African schools are presented with opportunities to share in and take responsibility for their own learning. The literature pertaining to the nature, phenomenon and process of negotiation is briefly examined and fundamentals are identified. Negotiation is contextualized as a component of the educational phenomenon. An observation study of three std 7 classrooms in three different schools is undertaken in order to identify and describe all forms and modes of negotiation. Interviews with teachers and with pupils serve as cross-validation of these results. The results reveal that little negotiation of any nature takes place in the classroom; that teachers and pupils possess few skills and little knowledge in this regard; and that teachers perform the central role in the classroom whilst pupil contributions are not encouraged. As a qualitative study the final results indicate trends that may be generalized to similar classrooms. The concept of negotiation as a didactic phenomenon is now examined in depth by means of a literature research, with back reference to the findings of the field study. Key elements are identified and a conceptual presentation of classroom negotiation is made. The necessity of negotiation as an innovative, democratic and relevant perspective on the classroom is argued and a model for negotiated learning is presented...

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muller RP. Onderhandeling as klaskamerpraktyk. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9154

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

6.
Mulemwa, Mulemwa.
The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
.

► The main purpose of this study was to identify effects of communication on implementation of government programmes and service delivery in the Ministry of Education…
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▼ The main purpose of this study was to identify effects of communication on implementation of government programmes and service delivery in the Ministry of Education in Zambia. The study also examined factors which cause ineffective communication in the Ministry at all levels and how the administrative structure and its positions affect communication effectiveness and thus programme implementation and service delivery. Further, the study also identified strategies and methods which can improve communication in order to facilitate effective programme implementation and delivery of quality service.
The research was conducted in Lusaka and Chongwe district. In Lusaka the study was done at Ministry of Education Headquarters, the Provincial Education Office, District Education Board Secretary’s office, Libala High School and Woodlands ‘A’ Basic School. In Chongwe the research was conducted at Mukamambo II Girls’ High School and Chalimbana Basic School.
A total sample size of 35 members from a research population of 840 staff at all levels of the education, from Registry clerk, teachers all through to the level of Permanent Secretary, participated in the study. Data was collected using both qualitative and quantitative instruments. Interviews and focus group discussions were qualitative tools used while questionnaires were the quantitative tools used.
The data collected was analysed initially, through content analysis theoretically, that is, both conceptual and Relational Analyses and also electronically using the Statistical Package for Social Sciences (SPSS) software.
It was found from the study that despite majority of the staff at all levels acknowledging that effective communication was critical to programme implementation and service delivery, it was evident that there were a number of gaps, inadequacies and shortfalls in as far as communication was concerned and that this affected programme implementation and service delivery. The major factor which led to ineffective communication in the education system were found to be lack of adequate, appropriate and modern tools for communication and facilitative services network and infrastructure, a big and bureaucratic administrative structure on which channels of communication are laid, delayed feedback, lack of follow up, lack of close supervision and monitoring poor work culture, weak management systems, besides inadequate, inconsistent and delayed funding.
In the face of the foregoing challenges, it is strongly recommended that, adequate, appropriate communication tools be provided to personnel at all staff levels in the education system, capacity building programmes for staff at all levels to be conducted on the use of ICTs, communication skills, upgrade job competence and educational management appropriately such as for those in administrative positions, changing the work culture of personnel at all levels staff, decentralizing some functions in the system, ensuring quick feedback and follow up. It is further recommended that the ministry be restructure…

Mulemwa, M. (2012). The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1826

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mulemwa, Mulemwa. “The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
.” 2012. Thesis, University of Zambia. Accessed September 15, 2019.
http://hdl.handle.net/123456789/1826.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mulemwa, Mulemwa. “The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
.” 2012. Web. 15 Sep 2019.

Vancouver:

Mulemwa M. The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
. [Internet] [Thesis]. University of Zambia; 2012. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/123456789/1826.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulemwa M. The effect of communication on the implementation of government programmes and service delivery: a case study of the ministry of Education-Ministry Headquarters,provincial education office,Lusaka and Chongwe districts
. [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1826

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Cape Peninsula University of Technology

7.
Usadolo, Sam Erevbenagie.
An analysis of organisational communication : a case study of a public further education and training college, Eastern Cape, South Africa
.

▼ Effective organisational communication engenders a good communicative
environment for better management-employee's relationship, which will in turn
translate into positive employees' productivity. Thus, organisational communication
in the context it was considered in this study involves interaction among diverse
internal public from management to employees or vice versa.
This dissertation has explored organisational communication in a college with the
following main objective in mind: To evaluate the functionality of organisational
communication. To realise this objective, relevant literature review was conducted. The literature
review focused, among others, on different types of organisational structures in
terms of how the different structures influence communication flow and power
dynamics in an organisation. Following this, different flows of communication such as
downward communication, upward communication, horizontal communication, and
diagonal communication were discussed.
Advisors/Committee Members: Makwambeni, Blessing (advisor).

Usadolo, S. E. (2011). An analysis of organisational communication : a case study of a public further education and training college, Eastern Cape, South Africa
. (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2313

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Usadolo SE. An analysis of organisational communication : a case study of a public further education and training college, Eastern Cape, South Africa
. [Internet] [Thesis]. Cape Peninsula University of Technology; 2011. [cited 2019 Sep 15].
Available from: http://etd.cput.ac.za/handle/20.500.11838/2313.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Usadolo SE. An analysis of organisational communication : a case study of a public further education and training college, Eastern Cape, South Africa
. [Thesis]. Cape Peninsula University of Technology; 2011. Available from: http://etd.cput.ac.za/handle/20.500.11838/2313

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

The human body is, par excellence, a means of communication. Without communication man will not be able to express his emotions and needs.…
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M.Ed. (Education)

The human body is, par excellence, a means of communication. Without communication man will not be able to express his emotions and needs. Much has been said and written about communication and everyone agrees that communication is important for man as a social being, as well as the part he plays in an organisation. Should problems arise within an organisation, the blame is put on poor communication. Too much time is spent, however, on training managers' communication skills in order to enable them to convey messages more effectively. On the other hand, no time is spent on improving the managers' listening skills, in order for them to understand others better. The educator is at the head of a school where people work with people. The staff, pupils and parents are all, at some time or another, in conversation with the educator. This gives them the opportunity to share their complaints, recommendations or feedback with him. It is therefore of the utmost importance that the educator has the necessary listening skills. He must be able to listen objectively and without prejudice. By listening the educator improves interpersonal relationships that produce a more effective school with satisfied staff and pupils. In order to improve his listening skills, the educator should be aware of the fact that he has a listening deficiency and should purposefully set about improving his listening skills - how difficult and time-consuming it might be.

It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever…
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▼

M.Ed.

It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus…

Communication is without doubt the most important aspect of the daily duties of the school principal. There are seldom less than 20…
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M.Ed. (Education Management)

Communication is without doubt the most important aspect of the daily duties of the school principal. There are seldom less than 20 members on the staff of a school, all reporting directly to the principal on numerous aspects. The principal also engages in holistic conversations with his entire staff. It is therefore imperative that the school principal has a sound knowledge of the art of communication. The concepts "communication", "nonverbal communication" and "diadic conversation" have been examined. The communication problem was attributed to the inability of principals to engage effectively in face-to-face conversations as opposed to instructional staff meetings. To be successful, the principal can no longer depend only on his intuition for effective communication, but must possess a practical grasp of the networks of communication which constitute the educational system and develop the ability to handle the interpersonal conversation with ease. To achieve this aim, the characteristic principles of the interpersonal conversation were investigated. The diadic conversation prescribes to all the rules of communication, inclUding nonverbal communication which plays an important role in any type of conversation. The meaning of the diadic conversation was investigated, as well as the factors that influence effective interpersonal conversation. Certain conditions that have a bearing on the diadic conversation were high-lighted. The effectiveness of the interpersonal communication could be hampered by factors haVing a negative effect on the outcome of the conversation. Factors directly related to the personalities of one or both of the conversationists were studied. In this respect, the following factors were determined: peergroup pressure, assumptions, the inclination to evaluate, and the halo effect. To achieve the aims that the principal has set for himself at the beginning of the interpersonal conversation, it is of the utmost importance that the principal should be aware of these factors that may cause a hinderance to the goals which he wishes to achieve. Only by breaking down these barriers, will a situation of trust develop between the teacher and the principal. The successful interpersonal conversation depends on the management acumen of the principal in this respect. To enable the teacher to develop to the maximum of his ability, the principal should provide the necessary guidance and encouragement. The management functions of the school principal are so numerous and entangled that it is impossible to do a meaningful study thereof within the framework of this ~tudy. Management styles were investigated, and the participative style was identified as the most suitable to the education sitaation. A two-pronged aim can be ascribed to the diadic conversation, namely the influence by the school principal and influence of the principal. Not only should the principal possess the necessary management acumen, but his communication acumen in the following aspects are of vital importance:…

► The features and capacities of mobile devices offer a wide range of significant opportunities for providing learning content in workplaces and educational institutions. This new…
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▼ The features and capacities of mobile devices offer a wide range of significant opportunities for providing learning content in workplaces and educational institutions. This new approach of teaching, called mobile learning, allows for the delivery of learning content on the move at any time. Mobile learning supports learning by producing learning content to learners in a modern and acceptable way. The number of mobile learning applications has increased rapidly in educational environments. There are, however, limited mobile learning applications that take advantage of mobile devices to support contact learning in the classroom environment. The aim of this research was to design a mobile learning architecture to effectively support contact learning in the classroom. The researcher investigated the historical and theoretical background of mobile learning and reported these findings. This included an overview of existing mobile learning architectures. After identifying their limitations, the researcher designed the Contact Instruction Mobile Learning Architecture (CIMLA) to facilitate the use of mobile devices in the classroom. The researcher developed the LiveLearning prototype based on the proposed architecture as a proof of concept. He conducted a usability evaluation in order to determine the usability of LiveLearning. The results indicated that the LiveLearning prototype is effective in supporting contact learning in the classroom.

► A review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to…
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▼ A review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to use. However, these free, openly licensed and high quality educational resources appear to remain largely unused by Africa University academics in the educationally resource-impoverished Zimbabwe. The objectives of this research study are to explore the challenges and enablers experienced by Africa University educators who may potentially adopt OER, and ascertain barriers preventing them from adopting OER in mainstream teaching. The sample consists of 45 full time educators from Africa University. Data was gathered by means of a survey questionnaire administered by the researcher. A modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003) was used. The UTAUT model was created from a fusion of eight diffusion of innovation models, and this gave it conceptual superiority over other candidate models. Key findings indicate that the extent to which educators believe that using OER will help them to enhance their teaching performance (Performance Expectancy),the extent of perceived easiness associated with finding, customising, and using OER (Effort Expectancy) and the extent to which educators perceive how important the opinion of their peer educators if they adopt OER or not (Social Influence)have a statistically significant positive influence on the educators' Behavioural Intention to adopt and use OER. The extent to which an individual is satisfied with the institutional framework, policies and technical infrastructure to support the use of the innovation (Facilitating Conditions) did not yield a statistically significant influence on the Behavioural Intention and this was interpreted to mean Africa University educators are satisfied with the current resources and infrastructure in place. However educators felt Institutional Support in the form of institutional OER supportive policies, official OER project enactment, and OER related incentives needed attention. Also, significant differences were found in the barriers which potential users of OER identified as either limiting to potential use of OER, or negatively affecting their intention to use OER. These barriers include open licensing knowledge; institutional support; follow up training sessions; relevance, reliability and adaptability of OER. Addressing these factors could lead to a more widespread adoption of OER, at Africa University and help address the prevalent educational resource challenge.
Advisors/Committee Members: Hodgkinson-Williams, Cheryl (advisor), Cox, Glenda (advisor).

► This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners…
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▼ This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent.
Advisors/Committee Members: Ng'ambi, Dick (advisor).

▼ Transactional distance (TD) theory argues that psychological and communications barriers have the potential of creating misunderstandings in any formation of learning contexts. Distance education is seen as providing both opportunities and challenges. The distance programme being studied has experienced high deferment rates. However, the lack of communication infrastructural challenges and specifically lack of interaction is one major challenge hindering reduction of TD for remotely dispersed distance learners. It has become evident that WhatsApp popularity has risen; one unique feature is its affordance to enhance communication within a group. Hence, WhatsApp group was used to enhance interactions, as well as nurturing social engagement that creates dialogue and sharing amongst a virtual group. This study was aimed at enhancing dialogue as a potential of reducing TD amongst distance students for purposes of improving their study experiences. This study set out to explore how Salmon's (2000) 5-stage Model could be used as one way of implementing a mobile-mediated WhatsApp group activity as an opportunity to reduce TD. Six pre-service teachers participated in the WhatsApp mediated group activity virtually to try and find out how implementing a WhatsApp group activity could enhance dialogue consequently reduce TD.
Advisors/Committee Members: Ng'ambi, Dick (advisor).

Tunjera, N. (2014). Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13050

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tunjera, Nyarai. “Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity.” 2014. Thesis, University of Cape Town. Accessed September 15, 2019.
http://hdl.handle.net/11427/13050.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tunjera, Nyarai. “Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity.” 2014. Web. 15 Sep 2019.

Vancouver:

Tunjera N. Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11427/13050.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tunjera N. Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13050

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Negotiation has become fashionable lately. The achievement of consensus in almost every sphere has also become extremely important. Educational leaders are…
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▼

M. Ed. (Educational Management)

Negotiation has become fashionable lately. The achievement of consensus in almost every sphere has also become extremely important. Educational leaders are at present being exposed to negotiations at an increasing rate. For this reason it has become essential for all educators and especially principals to be well informed about the whole process of negotiation. This minidissertation focuses on negotiation techniques used by principals of secondary schools. Negotiation can be regarded as a dynamic process in which at least two parties, with both common and conflicting interests, try to reach an agreement. This is dependent on the changing relationships, the achieving of agreement and can also be successfully used as a mechanism to handle conflict. The mere issuing of orders is, especially among professional people who are interdependant, not always effective and the principal will therefore also have to use other methods of motivation. Attention has been given to negotiation as a managerial skill with special emphasis on the negotiation process, the elements of negotiations and the skills that have to be mastered by the negotiators. The following aspects of negotiations are exposed and discussed in this exploratory study: * Communication is an essential element of negotiation and therefore communication skills are vitally important to successful negotiation. * The personality and behaviour of the negotiator greatly influence the process of negotiation, thus knowledge of the individual negotiating and conflict-handling styles lead to successful negotiation...

▼ This thesis investigated the development of proficiency in pedagogical integration of emerging technologies amongst educators at Makerere University. Limited educator CoPs focused on pedagogical integration of ETs inhibit educator potential to contribute to quality learning through pedagogical integration of ETs. The general question in this thesis is how social architecture in an educator CoP provides opportunities for enhancing proficiency development in pedagogical integration of ETs. Based on educational design research framework and situated learning theory, a community of practice as an intervention was designed and implemented between 2014 and 2016. Data was collected through observations, focused discussions and interviews from five educators who actively participated. An interpretive thematic analysis was done from which findings indicate that a social architecture in community of practice enables educators to initially accept that they are less experienced and potential members and then, join forces in a community to take charge of their transformation process. A social architecture enables drawing on individual talent and exploiting synergy between individuals with varying experiences; the process also comprises specific actions and engagements, which when shared in a social environment help motivate, inspire and evoke emulation of a practice. A community of practice provides an ideal context that enable educators to be more honest in evaluating their own technology skills and gaining confidence in seeking to develop skills. Pedagogical integration of emerging technologies is a practice highly influenced by individual attitudes in a social environment. In communities of practice faced with resource-constraints, the constantly evolving technologies, limited mentorship capacity, and mind-set are among the inhibitors in the social architecture that contributes to proficiency development in pedagogical integration of emerging technologies. This thesis concludes that social architecture in a community of practice contributes to the process of developing proficiency in pedagogical integration of emerging technologies. The design principles that emphasize configuration of a social architecture like interactions, networks and collaborations among educators are helpful in pedagogical integration of emerging technologies. It is therefore recommended that a social architecture in a community of practice be exploited by educators to enhance pedagogical integration of emerging technologies. The original contribution of this thesis is coming up with new design principles and theoretical insights related to a social architecture in a community of practice focused on pedagogical integration of emerging technologies.
Advisors/Committee Members: Brown, Cheryl (advisor), Ng'ambi, Dick (advisor).

Walimbwa, M. (2017). Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/27303

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walimbwa, Michael. “Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University.” 2017. Thesis, University of Cape Town. Accessed September 15, 2019.
http://hdl.handle.net/11427/27303.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walimbwa, Michael. “Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University.” 2017. Web. 15 Sep 2019.

Vancouver:

Walimbwa M. Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/11427/27303.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walimbwa M. Developing proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/27303

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

▼ This study investigated faculty principles of practice in curricular learning communities (CLC) compared to faculty in non-curricular learning community environments. A sample of CLC faculty and non-CLC faculty who teach comparable courses at three, large, four-year, public universities in the Midwest were assessed for their implementation of Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Data analysis revealed CLC faculty had higher implementation levels of all seven principles. Only the implementation of encourages active learning and communicates high expectations, however, was significantly different. The factors of hours of professional development completed and years of teaching experience did not have a significant bearing on the implementation of the seven principles. Pearson correlations (r) indicated only the principle of encourages student-faculty contact demonstrated a direct relationship with years of teaching experience. Furthermore, multiple regression revealed the factor of CLC faculty or non-CLC faculty status was the strongest predictor of the use of the seven principles. The findings have implications for both CLC and non-CLC classrooms. The Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) can be applied to a wide variety of academic disciplines thus allowing the principles to be easily transferred to the traditional classroom setting. Additionally, the approach used in CLC professional development activities and the impact of the CLC structure should be examined to better understand how these factors could be transferred to a non-CLC environment.
Advisors/Committee Members: MacGregor, Cynthia J. (Cynthia Jane), 1962- (advisor).

▼ This study investigated faculty principles of practice in curricular learning communities (CLC) compared to faculty in non-curricular learning community environments. A sample of CLC faculty and non-CLC faculty who teach comparable courses at three, large, four-year, public universities in the Midwest were assessed for their implementation of Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Data analysis revealed CLC faculty had higher implementation levels of all seven principles. Only the implementation of encourages active learning and communicates high expectations, however, was significantly different. The factors of hours of professional development completed and years of teaching experience did not have a significant bearing on the implementation of the seven principles. Pearson correlations (r) indicated only the principle of encourages student-faculty contact demonstrated a direct relationship with years of teaching experience. Furthermore, multiple regression revealed the factor of CLC faculty or non-CLC faculty status was the strongest predictor of the use of the seven principles. The findings have implications for both CLC and non-CLC classrooms. The Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) can be applied to a wide variety of academic disciplines thus allowing the principles to be easily transferred to the traditional classroom setting. Additionally, the approach used in CLC professional development activities and the impact of the CLC structure should be examined to better understand how these factors could be transferred to a non-CLC environment.
Advisors/Committee Members: MacGregor, Cynthia J. (Cynthia Jane), 1962- (advisor).

► Studies have been done on the effects of nonverbal immediacy in the classroom yet little research has looked at it from the students’ perspective. This…
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▼ Studies have been done on the effects of nonverbal immediacy in the classroom yet little research has looked at it from the students’ perspective. This study delves into the characteristics that students would like professors to exhibit in order to be perceived as more approachable. A survey was used to collect quantitative and qualitative data that was analyzed to create a list of desired characteristics of approachable professors based on student opinion. The results of the survey indicate that students define a highly immediate professor as someone who genuinely cares about his/her students and fosters a friendly and respectful learning environment by doing things such as smiling, being vocally expressive, being animated, having a relaxed body posture, and maintaining eye contact. Students did not have dominant feelings on the role of proxemics in the classroom. Future research should explore whether proxemics actually plays a role in nonverbal immediacy.
Advisors/Committee Members: Pudlinski, Christopher.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Drexel University

21.
Riley, Amy Henderson.
New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique.

Encoded exposure, narrative persuasion and social norms are part of the most recent theorizing behind the health communication strategy known as entertainment-education. While much of…
(more)

▼

Encoded exposure, narrative persuasion and social norms are part of the most recent theorizing behind the health communication strategy known as entertainment-education. While much of the latest theoretical progress has taken place at academic settings in the Global North, the majority of entertainment-education continues to be practiced in the Global South. There is a paucity of theoretical tests in the entertainment-education literature from practice settings in the developing world. This study used survey and focus group data from the endline evaluation of Ouro Negro (English translation: Black Gold), an entertainment-education radio program in Mozambique designed around 14 public health topics, to answer two research questions: 1) What is the relationship between encoded exposure to entertainment-education and narrative persuasion?, and 2) What is the relationship between narrative persuasion and social norms? The study used data from the two arms of the evaluation: a survey arm, which utilized a population-based single pre and post design, and a focus group arm, which utilized a cross-sectional research design. The study included data collected from 1,910 women age 15-34 across five provinces and 20 districts who responded to the survey and 128 women age 15-34 in the same provinces and districts who participated in focus group discussions. Quantitative analysis used to answer the questions included factor and reliability analysis, regression techniques, and propensity score matching, while qualitative analysis included manual coding led by grounded theory. The results of the first research question indicated exposure to entertainment-education significantly predicted all narrative persuasion constructs, even after controlling for background variables, and that nearly all of the focus groups exhibited at least one response related to narrative persuasion. The results of the second research question indicated narrative persuasion did not significantly predict social norms constructs, and that behaviors related to program topics were not normative in the direction promoted by the radio drama. The results indicate three concrete calls to action for the field of EE moving forward: a call for marrying theory and practice across geographic settings, a call for utilizing measurement tools with populations outside of the United States, and a renewed call for commitment across sectors. Whether scholars, practitioners, and partners see these as challenges, or as exciting new opportunities, the results of this study indicate there are indeed new directions for the study and practice of entertainment-education.

Riley, A. H. (2017). New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7306

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Riley, Amy Henderson. “New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique.” 2017. Thesis, Drexel University. Accessed September 15, 2019.
http://hdl.handle.net/1860/idea:7306.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Riley, Amy Henderson. “New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique.” 2017. Web. 15 Sep 2019.

Vancouver:

Riley AH. New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/1860/idea:7306.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Riley AH. New Directions for Entertainment-Education: Results from a Mixed Methods Study Investigating the Role of Narrative Persuasion and Social Norms from a Radio Program for Individual and Social Change in Mozambique. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7306

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

►Communication issues at Large Suburban High School have been raised by state surveys and accreditation documents.; If effective communication is essential for student achievement and…
(more)

▼Communication issues at Large Suburban High School have been raised by state surveys and accreditation documents.; If effective communication is essential for student achievement and growth and if challenges and opportunities exist, then both the challenges and the opportunities must be examined. Using the theoretical framework of Epstein's six types of parental involvement (Epstein, 1995), theories of overlapping spheres (Epstein, 2008) and Media Richness theory, (Lendel and Daft, 1989) the exploratory case investigated communication at this school by interviewing district and school administrators, conducting two focus groups with parents and teachers examining documents with the goal of answering the central question ; "What is the process by which key stakeholders at LSHS, including administrators, teachers, and parents engage in communication?" Communication included oral, electronic and written correspondence between the school administrators, educators, and parents.

Teachers enter the classroom with a particular set of cultural norms and values. These norms and values are often different from the students they teach…
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▼

Teachers enter the classroom with a particular set of cultural norms and values. These norms and values are often different from the students they teach and can impact the ability for students to succeed in the American K-12 school system. This qualitative research study explored how white suburban middle school teachers attempt to generate authentic teacher-student relationships with their students of color to create a better connection with the school community and help raise classroom achievement. The following questions guided this research: a) How do white teachers create authentic relationships with their students of color in a suburban K-12 middle school?, b) How do white suburban middle school teachers define authentic teacher-student relationships?, and c) How do white suburban middle school teachers help create authentic teacher-student relationships with their students of color in a suburban middle school? Multiple one-on-one interviews were conducted with the teacher participants to determine how they define authentic care, methods and techniques they use to display authentic care and to gain personal narratives of how the white participants authentically connect specifically with students of color in their classrooms. The data demonstrated that there remains a gap in teacher training with respect to diversity and multicultural education, participants at this site utilize advanced communication techniques such as direct dialogue and dialogue journaling to help them authentically connect with their students of color, and participants were able to create meaningful connections with specific students of color in which care was reciprocated from the students onto the teachers.

Traditional teaching implies the conveying of information from an active educator to a passive learner. A monologic approach such as this, does not make…
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▼

M.Ed.

Traditional teaching implies the conveying of information from an active educator to a passive learner. A monologic approach such as this, does not make provision for active participation by learners. Dialogue, as an approach to teaching adults, is in direct contrast to traditional, monological teaching. A Dialogical approach does not only imply a conversation between learners and educator, but also purposeful activity by both the learners and educator. The fact that adults have accumulated life experiences and have specific needs must be taken into consideration, therefore it is important that they are recognised as partners and decision makers in the teaching and learning process. A dialogical approach is one of negotiation, where learners are active decision makers, instead of passive receivers. Based on the above assumption, this study focuses on teaching adults, and more specifically adults involved in Adult Basic Education and Training (ABET), in a dialogical manner. The focus is not only on dialogue as an approach to teaching adults involved in Adult Basic Education and Training, but also the practical implications of this approach to actual Adult Basic Education and Training situations. The perspectives of three experts in the field of Adult Education, whose approaches to teaching adults are dialogical, namely Jane Vella, Ira Shor and Stephen Brookfield, are analysed, compared and integrated, as their perspectives not only show similarities but also differences. Because this study focuses on adults as learners, and more specifically adults involved in Adult Basic Education and Training, the concept adult is defined and eventually generalised characteristics for adults as learners are identified and described. The implications of these characteristics in an ABET context are indicated. The above mentioned theory is put into practice by constructing case studies in order to demonstrate dialogue as an approach to teaching adults in Adult Basic Education and Training.

► This report was a study of the communication strategies at the Zambian College of Open Learning (ZAMCOL) in Solwezi. The institution offers Diploma in Secondary…
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▼ This report was a study of the communication strategies at the Zambian College of Open Learning (ZAMCOL) in Solwezi. The institution offers Diploma in Secondary School, Teacher Education by open and distance learning (ODL) mode, it is both an in-service and out of service program aimed at upgrading academic and professional qualifications of teachers in Zambia. The study sought to understand the communication strategies and the challenges it poses between the Institution and the enrolled and prospective students and others. Data was collected through in-depth interviews, focus group discussions, self-administered questionnaire survey, and personal observations by the researcher. The findings were that it is not yet clear to tell whether information flow to and from the intended beneficiaries of ZAMCOL’s learning process by ODL, is insufficient or it is only delayed. A lot still remains to be done in terms of communications research and getting feedback from the learners on the study material.The paper recommends the use of radio or television which will by accessed by the student’s self-driven neighbourhood study groups. It also explored the use of alternative instructional technologies, and institute regular student and study centre visits and evaluations.

Mwanza, G. (2013). Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
(Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3143

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mwanza, Guido. “Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
” 2013. Thesis, University of Zambia. Accessed September 15, 2019.
http://hdl.handle.net/123456789/3143.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mwanza, Guido. “Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
” 2013. Web. 15 Sep 2019.

Vancouver:

Mwanza G. Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
[Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/123456789/3143.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwanza G. Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
[Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3143

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Zululand

26.
Govindsamy, Krishna.Modelling optimal communication for the school as an organisation
.

► In this thesis I will apply the principles of organisational communication to school management to develop a communication model that principals can use as part…
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▼ In this thesis I will apply the principles of organisational communication to school
management to develop a communication model that principals can use as part of
managing schools as organizations. In the first phase I will do a literature review of
organizational communication to help me design a communication model for schools.
In the second phase I will do an empirical survey of principals' understanding of organizational
communication, and oftheir present communication practices.
Advisors/Committee Members: Klopper, R.M (advisor).

Govindsamy K. Modelling optimal communication for the school as an organisation
. [Internet] [Thesis]. University of Zululand; 2002. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/10530/802.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Govindsamy K. Modelling optimal communication for the school as an organisation
. [Thesis]. University of Zululand; 2002. Available from: http://hdl.handle.net/10530/802

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Cape Peninsula University of Technology

27.
Grobler, Anna Maria.
The role internal communication plays as a public relations function the corporate culture of universities of technology
.

► According to George Bernard Shaw, “The main difficulty with communication is the illusion that it has been accomplished.” Effective internal communication is crucial for successful…
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▼ According to George Bernard Shaw, “The main difficulty with communication is the illusion that it has been accomplished.” Effective internal communication is crucial for successful organisations as it affects the ability of strategic managers to engage employees and achieve objectives (Welch & Jackson, 2007:177).
According to Toth (2007:480), internal communication is one of the most important specialities of public relations, it is the force that develops “structures and cultures” within an organisation. Mersham and Skinner (2001:8) infer that communication permeates all activities in an organisation: it represents an important work tool through which individuals understand their organisational role and integrates organisational subunits.
According to Grunig and Hunt (1984:23) symmetrical public relations models will increase the likelihood of employee job satisfaction and their satisfaction with the organisation as a whole. In addition, Toth states that “satisfied employees are more likely to be loyal to the organization they can identify with” (2007:481). The author further propounds that “the more participative the culture, the more symmetrical system of communication”.
To augment the aforementioned statement, Kitchen argues that an organisation’s communication system and models are an important contributing factor for staff morale and productivity (2001:81). Employees tend to have higher morale and are more motivated in the workplace if all channels of communication are open. To extrapolate “open communication” systems, this paper will distil Grunig and Hunt’s (1984:21-31) symmetrical model of public relations as departure point to effective corporate communication, but also focus extensively on the internal communication matrix (Welch & Jackson, 2007:185) that will provide answers to the anti-luvial question on who communicates, to whom, in what way, with what content and for what purpose (Welch & Jackson, 2007:185).
A modern organisation cannot function effectively without a positive internal climate and well-functioning channels of internal communication. To research the goals of the organisation’s internal communication strategy it should be responsive to employee needs and concerns (Seitel, 2004:288). The author further propounds the importance of internal publics as a stakeholder by arguing that in the new information era, managers have realised that the assets of the institution lie very much in the hands of the employees (Seitel, 2004:288). According to Garbarino (1977:32) the concept of culture is not new, as Ethnographers have studied the cultures of various societies since the 17th century. It is however only since the 1980’s that the impact of culture on organisational processes is being studied by scholars (Smircich & Calas, 1987). Organisational-or corporate culture is understood to be the firmly implanted values and assumptions of the organisation (Ouchi, 1981; Schein, 1990).
Martin, Sitkin and Boehm (1985:99-124) identified two schools of thought regarding the question of cultural change.…

Grobler, A. M. (2014). The role internal communication plays as a public relations function the corporate culture of universities of technology
. (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1433

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grobler, Anna Maria. “The role internal communication plays as a public relations function the corporate culture of universities of technology
.” 2014. Thesis, Cape Peninsula University of Technology. Accessed September 15, 2019.
http://etd.cput.ac.za/handle/20.500.11838/1433.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Grobler AM. The role internal communication plays as a public relations function the corporate culture of universities of technology
. [Internet] [Thesis]. Cape Peninsula University of Technology; 2014. [cited 2019 Sep 15].
Available from: http://etd.cput.ac.za/handle/20.500.11838/1433.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grobler AM. The role internal communication plays as a public relations function the corporate culture of universities of technology
. [Thesis]. Cape Peninsula University of Technology; 2014. Available from: http://etd.cput.ac.za/handle/20.500.11838/1433

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

28.
Mwelwa, Ringford Abel.
Using radio communication to empower communities to deal with early marriages,teenage pregnancies,and alcohol abuse: The case study of Chanyanya Community of Kafue vis-a-vis Yatsani Radio
.

►Communication at whatever level of development is crucial in bringing about awareness of issues among people and creating a platform for finding interactivity whose end…
(more)

▼Communication at whatever level of development is crucial in bringing about awareness of issues among people and creating a platform for finding interactivity whose end purpose is to forge consolidated solutions to the commonly experienced problems. Some of the common problems that many communities face are alcoholism, teenage pregnancies and early marriages.The purpose of this study was to investigate how communication tools can be used in dealing with issues of alcoholism, teenage pregnancies, and early marriages. This research was a case study of Yatsani Community Radio in relation to Chanyanya fish camps in Kafue district of Zambia. The study focused on how Yatsani‟s programming is helping Chanyanya community to deal with the issues of alcoholism, early marriages and teenage pregnancies.In this study, a questionnaire was distributed to 100 respondents in Chanyanya fish camps of Kafue district. Three focus group discussions were conducted, and an in-depth interview was done. The Statistical Package of the Social Sciences (SPSS) software was used to analyze data.The objectives of the study were; (1) To conduct an audience survey on listenership to Yatsani radio in Chanyanya fish camp and surrounding communities (2) To assess the impact of programmes aired on Yatsani radio on issues of early marriages, teenage pregnancies and alcohol abuse (3) To evaluate the audience‟s listening frequency to issues pertaining to alcohol abuse, early marriages and teenage pregnancies aired on Yatsani radio (4) To propose ways that could help deliver programs to deal with issues of alcohol abuse, early marriages and teenage pregnancies.The findings of this study were that radio is one of the most accessed media, and that people appreciated the programs dealing with issues of alcohol abuse, early marriages and teenage pregnancies. However it was pointed out that Yatsani radio has to promote participation of the community in programming so as to enhance program ownership by the community, and this is something which could be a catalyst for positive change towards development. It was seriously recommended that community radio stations need financial assistance from the government in order for them to carry out their work effectively.
The results of this study were intended to help Yatsani community radio, and other community radio stations in helping communities to use communication tools to deal with issues such as alcohol abuse, early marriages and teenage pregnancies.

Mwelwa, R. A. (2013). Using radio communication to empower communities to deal with early marriages,teenage pregnancies,and alcohol abuse: The case study of Chanyanya Community of Kafue vis-a-vis Yatsani Radio
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2977

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mwelwa, Ringford Abel. “Using radio communication to empower communities to deal with early marriages,teenage pregnancies,and alcohol abuse: The case study of Chanyanya Community of Kafue vis-a-vis Yatsani Radio
.” 2013. Thesis, University of Zambia. Accessed September 15, 2019.
http://hdl.handle.net/123456789/2977.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Mwelwa RA. Using radio communication to empower communities to deal with early marriages,teenage pregnancies,and alcohol abuse: The case study of Chanyanya Community of Kafue vis-a-vis Yatsani Radio
. [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Sep 15].
Available from: http://hdl.handle.net/123456789/2977.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwelwa RA. Using radio communication to empower communities to deal with early marriages,teenage pregnancies,and alcohol abuse: The case study of Chanyanya Community of Kafue vis-a-vis Yatsani Radio
. [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2977

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

29.
Reed, Jeffrey Connor.
Toward new narrative constructions and interactivity in natural history applications: Wild - I : American Bison.

► The natural history film genre has long played a critical role in the understanding of science and natural history for its audience. The demands of…
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▼ The natural history film genre has long played a critical role in the understanding of science and natural history for its audience. The demands of a ratings-based industry that calls for familiar story structure and minimal scientific depth compromise this position of authority. Time constraints and the adherence to passive spectator narratives further inhibits the transmission of factual information. Interactive media formats present opportunities to reconsider the narrative construction and expand natural history films beyond traditional forms. In this paper, I explore how employing innovations of interactive documentaries, video games, and informal learning environments in the design of an interactive natural history application can remove the current limitations associated with traditional wildlife film and promote deeper scientific understanding.
Advisors/Committee Members: Chairperson, Graduate Committee: Dennis Aig (advisor).

► Beginning farmers and ranchers are a critical demographic in the agricultural industry as more and more farmers and ranchers are reaching the age of retirement.…
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▼ Beginning farmers and ranchers are a critical demographic in the agricultural industry as more and more farmers and ranchers are reaching the age of retirement. As they emerge into this field, they have critical production-oriented educational needs in order to be successful. It is critical for educational providers to consider beginning farmers and ranchers preferred communication channels when transferring this educational information. Programs need to deliver the desired content through the desired communication channel in order to be most effective. This review sought to identify communication channels, beginning farmers and ranchers, and their self-perceived preferences for educational information over the last twenty-five years. This exhaustive literature review examined research on communication channels, beginning farmers and ranchers and their self-perceived educational needs. The problem identified was what preferred communication channels were most effective in engaging beginning farmers and ranchers with production-oriented educational information. Beginning farmers and ranchers have a need for educational information, particularly relating to agriculture business management. Even though their need for educational information has not changed in the last twenty-five years, the content of educational information has progressed with the changes in agricultural technology, regulations, practices and services. Educational providers need to consider and continually re-assess the educational content and communication channel when engaging beginning farmers and ranchers. Educational providers need to provide educational information through a variety of communication channels in multiple ways to reach their target demographic.
Advisors/Committee Members: Chairperson, Graduate Committee: Carl Igo (advisor).